Teacher Pedagogical Practices and Learners’ Academic Achievements: A Predictive Assessment

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@article{1719459,
      author = {Sweet Mary Jemb B. Magdali, Suzette B. Estillore, Geneva O. Sagayap, Ma. Lou C. Lisbos, Vivian P. Vizcara, Ed.D., DPA, Ph.D.},
      title = {Teacher Pedagogical Practices and Learners’ Academic Achievements:  A Predictive Assessment},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {1},
      pages = {597-618},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1719459.pdf},
      abstract = {This research primarily assessed teachers’ instructional practices on students’ academic performance of the selected public elementary and national High schools in Cebu, Bohol and Samar Divisions during the school year 2024-2025 as basis for enhanced classroom instruction plan. There are four hundred the respondents of the study are the school heads / teachers and learners. There are four hundred eighteen418) total respondents. The study used a descriptive-correlational method, the quantitative-. instruments. The questionnaire is divided into four parts assessed teachers’ instructional practices on students’ academic performance. As to the findings, On the level of the teachers’ instructional practices as to planning practices it illustrates that teachers possess a very high level of planning practices, teaching practices it highlights that teaching practices are also rated very high. These results reflect a dynamic classroom climate.  On the assessment practices teachers exhibit a very high level of assessment practices. Issues and concerns in teaching learning practices encountered by the teachers in the classroom reflects that, overall, teachers perceive classroom-related issues as somewhat manifested. However, the data also highlights specific concerns that pose instructional challenges. From the data shown, it is evident that while teachers demonstrate strong competence in core teaching areas, certain barriers, particularly technology adoption and resource limitations, restrict their ability to fully maximize modern pedagogical approaches.  It is concluded that   teachers possess a very high level of planning practices and teaching practices. In the light of the findings, it is recommended that enhanced classroom instruction plan will be implemented.},
      keywords = {Administration and Supervision, Teachers Pedagogical Practices, Learners’ Academic Achievements, Predictive Assessment, Descriptive Design, Samar, Bohol & Cebu, Philippines.},
      month = {July},
      doi = {https://doi.org/10.64388/IREV10I1-1719459}
  }